HIV Prevention Among Young People Life Skills Training Kit - PDF by pfl10016

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									HIV Prevention
Among Young People:
Life Skills Training Kit
HIV P                                   Life Skills Training
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                                                               Contents
                          Contents
Preface
Acknowledgements
ESCAP Project Summary
Stories from the Field
Introduction to Training and Learning
Module 1. Orientation on Peer Education and Life Skills
Module 2. Challenges of Growing up
Module 3. Se xual Health and HIV/AIDS
Module 4. Substance Use and HIV/AIDS
Module 5. People Living with HIV/AIDS
Module 6. Skills Building for Peer Educators
CD-ROM on Street Theatre Training Techniques: User Guide




                                                           3
                                           Preface
ESCAP developed this training kit to support the efforts of Governments,
civil society institutions and youth work personnel engaged in training
young people on health issues. Its purpose is to provide them with
material to train young people to be peer educators on two interrelated
and critical health issues that young people face in the ESCAP region,
namely, HIV/AIDS and substance use.

The primary target for the training kit are facilitators who train peer
educators on HIV/AIDS prevention among youth. Peer educators who
conduct field sessions with youth groups may also use most of the
exercises. Where exercises refer to a “facilitator” this means the person
leading the training, whether a facilitator or peer educator.

The training kit consists of an introductory volume and six modules:

Introduction to Training and Learning:
Module 1. Orientation on Peer Education and Life Skills
Module 2. Challenges of Growing up
Module 3. Sexual Health and HIV/AIDS
Module 4. Substance Use and HIV/AIDS
Module 5. People Living with HIV/AIDS
Module 6. Skills Building for Peer Educators

Each of the numbered modules aims to address knowledge, attitude
and skills on specific issues. Each module contains exercises that are
appropriate for single-day training sessions, usually within a longer
workshop.

Facilitators who are training peer educators need to cover the content
from Modules 1 through 6. Peer educators who conduct training among
their target youth groups can choose exercises from Modules 1 through 5.
Both facilitators and peer educators should study this introduction which
covers the basics of good training, gives examples of icebreakers that can
be used within any module and contains, in the Appendices, guidance
on planning a course and carrying out needs assessment among potential



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participants. It includes a questionnaire that can be used anonymously
with young people to discover areas of relative knowledge and ignorance.

Country experiences show that, the usual duration of training of trainers




                                                                                   Preface
(TOT) workshops to train peer educators ranges from 4 to 6 days. A
sample design of a six-day workshop is therefore provided as Appendix 1
to the Introduction to facilitate the planning of training.

The complete training kit equips facilitators with methods and techniques,
as well as with information about relevant conceptual issues. The
guiding method of learning is participatory. Tools have been drawn from
literature on participatory learning and action. Pictures, games, exercises,
lectures, case studies, general reading and diagrams have been included.
The design is inherently flexible to allow for innovation and adaptation to
local contexts.

Users of the kit are encouraged to approach local health and development
experts should they need further support on technical issues, especially
access to locally relevant data and information to facilitate adaptation of
material for training in a local context.

This revised edition has also been posted on the ESCAP website for
health and development issues at http://www.unescap.org/esid/hds/
index.asp. This is to facilitate access by youth workers and trainers, and
programme personnel concerned with training young people. The kit is
also in the public domain so that intermediary agencies and organizations
can support its translation into national and local languages and its
adaptation and use in different countries and areas of the Asian and
Pacific region.

It is hoped that this training kit will contribute to the efforts of
Governments and civil society in this region towards fulfilment of the
Millennium Development Goal target on HIV prevention among young
people, and the commitment made at the twenty-sixth United Nations
General Assembly special session on HIV/AIDS in June 2001.




                                                                               5
                             Acknowledgements

This training guide was developed by ESCAP to address needs that
emerged early on in the implementation of its project entitled “Integration
of youth health concerns into non-formal education: Focus on sexual
and reproductive health and prevention of substance abuse and HIV/
AIDS in Asia”. The project received generous funding support from the
Government of Japan. It focused on enabling non-formal education service
providers (government and civil society) in six country sites (Bangladesh,
Cambodia, China, India, Lao People’s Democratic Republic and Nepal) to
prevent the spread of HIV/AIDS among young people, using a peer-to-
peer approach to life skills training.

In the preparation of the training guide, ESCAP drew from experiences
in the implementation of the project. The secretariat is appreciative of
insights gained from interactions with its project partners, the national
counterpart organizations, in the above-mentioned countries.

The secretariat would like to express its appreciation of the participants
and co-facilitators on two courses that field-tested modules in Beijing
(August 2003) and in Phnom Penh (October 2003), respectively. In this
regard, the secretariat would like to acknowledge the cooperation of the
All-China Youth Federation and the China Youth University for Political
Science, Beijing, and the General Department of Youth and Sports,
Ministry of Education, Youth and Sports, Phnom Penh. The secretariat
is also appreciative of Mr. Kazi Rafiqul Alam, Dhaka Ahsania Mission,
Dhaka, and Mr Siddhi Aryal, Oxygen Research and Development Forum,
Kathmandu, and their teams, who generously shared insights on youth
and life skills training.

Mr Amitava Mukherjee, co-authored the original draft manuscript with
Ms Sheeba Chowdhry, consultant of Health and Development Section
(HDS), when he was associated with HDS.




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Dr Arun Mallick reviewed the content pertaining to reproductive and
sexual health for factual accuracy and comprehensiveness when he
was with HDS. Mr John Howard, Director, Clinical Services, Ted Noffs
Foundation, Sydney, Australia, reviewed the part on substance use.

Ms Janet Wong and Ms Patricia Persad, HDS, undertook the initial editing
of the manuscript under the overall guidance of Ms San Yuenwah, HDS.




                                                                                Acknowledgement
Ms Cai Cai, HDS, rewrote the manuscript, incorporating feedback from
field testing by project partners. Mr Peter McIntyre assisted in rewriting
the training kit. Ms San Yuenwah undertook the final editing of the new
manuscript, with support from Mr Marco Roncarati.

In the development of the training guide, the secretariat benefited from
the insights of many individuals whom it would like to acknowledge
with thanks. They include Dr Swarup Sarkar, UNAIDS SEAPICT, and
the following in India: Mr Rajesh Kumar, Mr Bilal and Mr Daneshwar,
Society for Promotion of Youth and Masses; Ms Diksha, CREA (Creating
Resources for Empowerment in Action), Shanti Niketan --- New Delhi; Ms
Gunjan, Naz Foundation; and Ms Tara Manchin Hangzo, India HIV/AIDS
Alliance.

The secretariat acknowledges with appreciation Mr Greg Carl and Ms
Nonthathorn Chaiphech who agreed to the inclusion in this training kit of
the exercises they developed on (a) the health effects of smoking and (b)
sexually transmitted diseases.

Ms. Catherine Tan prepared the graphic design of this publication in
collaboration with Ms Janet Wong. Mr Vikram Nayak, Triveni Kala
Sangam, New Delhi, contributed the illustrations.




                                                                            7
ESCAP Project Summary

The project entitled “Integration of youth health concerns into non-
formal education: Focus on HIV/AIDS in Asia” was launched in 2001.
It engaged counterparts in six countries: Bangladesh, Cambodia, China,
India ,Lao People’s Democratic Republic, and Nepal. It was funded by the
Government of Japan.

The project set out to build the capabilities of government agencies and
civil society organizations in planning and designing effective HIV
prevention programmes for young people, by focusing on life skills and
peer-to-peer approaches.

The achievements thus far include:

   The production of this life skills training kit targeted at HIV prevention
   among youth.

   An enhanced capacity on the part of government agencies and civil
   society organizations to design effective HIV prevention programmes
   for youth, using life skills and peer-to-to approaches.

   A pool of youth workers, youth leaders and volunteers, who are
   able to impart knowledge and skills to other young people for HIV
   prevention.

   • In Bangladesh, the Dhaka Ahsania Mission, a highly-reputed non-
     formal education service provider, trained 120 peer educators
     on the life skills approach to HIV/AIDS prevention. These peer
     educators have already reached nearly 1,000 youth who attended
     community learning centres (Ganokendras).

   • In Cambodia, the General Department of Youth and Sport trained
     150 peer educators among garment factory workers who in turn
     have talked with more than 600 workers on HIV/AIDS prevention.




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• In China, the All-China Youth Federation trained 81 peer educators
  who have provided peer education to 1,805 migrant workers,
  including construction workers, security guards, and beauty salon,
  hotel and restaurant employees.

• In India, the Nehru Yuva Kendra Sangathan trained 18 youth
  coordinators in Maharashtra, which is a state with a high
  prevalence of HIV/AIDS. These youth coordinators trained more
  than 600 peer educators in 20 districts of the State, who are now
  reaching other young people through youth club activities.

• In the Lao People’s Democratic Republic, the Participatory
  Development Training Centre trained 60 youth volunteers, who
  have since conducted peer education in schools and communities.
  They reached 7,200 people through regular training and street
  theatre performances.

• In Nepal, the Oxygen Research and Development Forum trained 86




                                                                           ESCAP Project Summary
  peer educators, who have so far reached nearly 2,000 young people,
  both in and out of school.




                                                                       9
Stories from the Field
China - Seeds of Fire
Huai Jing, a 28-year old accountant at Taishan Hotel in Beijing, had been
troubled by what happened to some of her young, female colleagues. An
intern became pregnant and quietly had an abortion in a hospital. Another
colleague was fired after being diagnosed with a sexually transmitted
infection. Everything she had used and touched, including bedding, her
desk and chair, were thrown out of the hotel building and burnt.

Huai Jing did not want to see other of her colleagues leave the hotel in
such lamentable circumstances. She proposed to the hotel management
that she conduct a training session for employees on sexual health and
HIV/AIDS. She received a flat ‘no’ in response. The hotel management
did not deem it appropriate for a young woman to talk about sex in
public.

But Huai Jing did not give up. She sent in a second request, explaining
peer education and pointing out the possible consequence of keeping
silent on these issues. This time, her request was approved, at least in part.
She was allowed to organize a training session, but for female employees
only.

Huai Jing grabbed
the opportunity. A
breakthrough! Her first
training session was a hit
among her colleagues. As
she explained, “The power
of peer education is that we
are comfortable with each
other, and we can discuss
relationships, safe sex, and
self-protection together.
                                            Peer education at Taishan Hotel, Beijing, China




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It is more effective than classroom teaching where nobody dares to ask a
question.”

Subsequent sessions became easier for Huai Jing, who imparted
knowledge and life skills to all the female employees at the hotel in five
training workshops.

                                                     Huai Jing is one of 81
                                                     master peer educators
                                                     trained by the All-
                                                     China Youth Federation
                                                     (ACYF), the mass youth
                                                     organization in China.
                                                     In the final phase of the
                                                     ESCAP project, ACYF was
                                                     appointed as the focal point
                                                     for HIV prevention among
                                                     youth under the newly-
                                                     established State Council
                                                     Working Committee on
 Group discussion at Taishan Hotel, Beijing, China
                                                     HIV/AIDS.

With China in the fast lane of modernization, cities like Beijing
increasingly rely on migrants from other parts of China to fill human
resource needs at all levels in the industrial and service sectors. Today, 4
million migrant workers service every aspect of life in Beijing.

Precarious circumstances drive many to do things they later regret. In
the era of HIV/AIDS, a one-night stand after a drink at a bar could have
catastrophic and irreversible health consequences. Casual sex is not
uncommon among young migrants, who live in relative insecurity and
without any social support system to turn to.

Having conducted a situation analysis and needs assessment, ACYF
decided to target migrant workers in Beijing, in a pilot project, focusing
on life skills and peer-to-peer approaches to HIV prevention among




                                                                                11
youth. ACYF was supported by the United Nations Economic and Social
Commission for Asia and the Pacific (ESCAP).

Master peer educators were selected from diverse sectors, including hotel
and beauty salon employees, security guards, construction workers,
journalists and university students. At three-day participatory training
sessions, they learnt about HIV/AIDS, reproductive health, substance use,
and how life skills enhance one’s ability for self-protection.

Huai Jing recalled how this brought about a transformation in her.

                    “I would flush when I mentioned the
                   word ‘sex’. Now, I can stand up to talk
                   about sex and HIV/AIDS with anyone,
                     on any occasion. My next challenge
                     is to get permission from the senior
                      management so that I can conduct
                         training for male colleagues.”

Zhang San Sheng, a 24-year old construction worker, became famous
among his fellow construction workers for his constant talk about
sexuality and safer sex. For his peers, Zhang became a reliable source of
information on sexual health.

Li Junyi, a 23-year-old
security guard, came from
a poor village in Shanxi
Province. He conducted
training for other security
guards on safe sex when
they were off duty. His
influence went beyond
Beijing and reached
his village. During his

                                            Security guards in Beijing, China




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vacation, he talked to fellow villagers about HIV/AIDS and the harm of
drug use.

Within a year, the ACYF project team built a team of peer educators, who
reached nearly 2,000 migrant workers on HIV/AIDS prevention.

They communicated with each other regularly through email and mobile
phone. They also met from time to time to support fellow peer educators’
efforts. ACYF organized events for trained peer educators to share




                                                                                   Exercises
experiences and lessons learned.

Dong Xia, project manager and Deputy Director of the International
Department of ACYF, said that peer educators are a valuable resource,
capable of racing ahead of more formal methods of education.

               “Peer educators are not paid for their
               work. What drives the peer educators
              is the strong sense of volunteerism and
              social responsibility. They are expected
              to become the ‘seeds of fire’ to influence
              their colleagues on healthy behaviour.”

To sustain the network, ACYF will set up an Association of Youth
Health Peer Educators to promote peer education in all parts of China, in
collaboration with the China Youth Volunteers’ Association.

Another outcome of the three-year project in China is the establishment
of a Youth Sexual and Reproductive Health Research Centre, under the
Youth Development Research Institute of the China Youth University for
Political Sciences. Led by a task force of faculty members, the Centre will
play a crucial role in supporting capacity building for scaling up HIV/
AIDS peer education in China.




                                                                              13
Cambodia - Kong Thi Da

The chatter and hum of sewing machines fill the air as a young woman
meticulously trims loose ends from a pair of trousers she is hemming.
Kong Thi Da, 22 years old and single, is one of many young women
working on the machines at the garment factory on the outskirts of Phnom
Penh. Here in Cambodia the HIV/AIDS epidemic has entered the general
population, and the country has the highest HIV prevalence rate in the
Asian and Pacific region.

Kong Thi Da lives in a
house near the factory with
five other co-workers, all
of whom have come from
remote areas of the country.
After working long hours
in the factory, Kong Thi
Da enjoys ‘hanging out’
with friends. As they
make their way home to
rented apartments and
houses together, they swap
stories about their dreams.      Peer education among garment workers,
Flashy young men from            Cambodia
the city drive past on their
motor bikes, hoping to attract the attention of the young women. At local
eateries, the men stop to meet the women, enticing them with mobile
phones and jewellery.

In the safety of her house, Kong Thi Da shares a book on HIV/AIDS with
her four room-mates. They giggle as they see pictures of the condoms and
confront the issue of intimacy. Young and innocent, the girls are reluctant
to talk about their experiences with the men on the motorbikes. Few of the
girls have finished their schooling, and none of them have any knowledge
of sexual and reproductive health issues. Until meeting Kong Thi Da, they




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had no understanding of how HIV/AIDS is spread. Most of the girls have
heard of someone with the disease, but they lack any real understanding
about transmission and prevention.

For Kong Thi Da, talking even to her friends about HIV/ AIDS is difficult.
There are so many questions that she can’t answer, and a plethora of
issues that her friends and colleagues are reluctant to discuss. At work,
she begins to feel isolated herself, as some co-workers make it clear they
think she is no good because she talks about sex. In a society struggling to
deal with the impact of globalization, Kong Thi Da often feels alone. As




                                                                                  Exercises
the girls in her house come and go, Kong Thi Da does what she can to help
them understand more about health issues.

Kong Thi Da has taken part in a training course on HIV/AIDS and life
skills, with workers from other garment factories, organized by the
General Department of Youth and Sports (GDYS), Ministry of Education,
Youth and Sport, Government of Cambodia.

There are hundreds of garment factories in Cambodia, employing more
than 200,000 workers, mostly young women. With little education, these
young workers do not have access to information on HIV/AIDS. Neither
do they have any opportunities to learn essential life skills, such as how
to think critically and make responsible choices. For this reason, garment
factory workers are the target group for GDYS in implementing the
ESCAP project.

There are another 150 peer educators like Kong Thi Da, trained by GDYS,
who have become active agents in diffusing knowledge about HIV/AIDS
and essential life skills to garment workers and local communities.

After training, Kong Thi Da uses whatever time she has – during lunch,
dinner, or (if they do not have to work overtime) during her precious
weekend – to discuss health issues with her friends and to give them some
guidance on how to protect themselves.




                                                                             15
Arriving home early from work one day, Kong Thi Da finds one of her
room-mates, Sie Em, curled up on the bed. The distraught young woman
asks Kong Thi Da for help. Sie Em has just returned from her village,
where both her father and mother have been isolated. Everyone in the
village knows that her father is sick, and that it must be caused by his
erratic late night behaviour. Now it is clear that her father is infected
with HIV and is developing AIDS. No one in the village has much
understanding of this disease surrounded by social stigma. There is no
health centre in the village.

There is little that Kong Thi Da feels that she can do, but she wants to help
and Sie Em begs her to do something. She is the only person that Sie Em
knows that has any knowledge of HIV/AIDS. After much persuasion,
Kong Thi Da takes her HIV/AIDS book, buys some fruit as a gift and
sets off for the remote village in Te Keo province, on the border with Viet
Nam. It takes them the better part of a day to get there.

Kong Thi Da is too young to speak with the elders in such a remote Khmer
society where traditions and hierarchy exert powerful influences. Kong
Thi Da found that she had taken on a difficult task. “They didn’t want to
hear it from a woman,” she said. “I decided to focus on those who would
listen.”

Over two days, Kong Thi Da talked to small groups of women of her own
age about HIV/AIDS, and to those in Sie Em’s family who were willing to
listen. She gave them information about how to care for people with HIV/
AIDS, along with prevention strategies, such as how to apply life skills in
dealing with risky situations.

When she left the village, people knew more than when she arrived, and
there were at least some people whose attitudes had begun to change.
Kong Thi Da knew her visit had not been in vain. “Though I am poorly
educated, I am glad I can help my friends and others who are in need,”
she said, with a smile.




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Journey of a Young NGO in a Himalayan Kingdom
Every month, a group of young people gather in a three-storey, red-brick
building in the Kathmandu Valley of Nepal, swapping stories on helping
a friend quit drugs, school visits and street theatre performances in their
communities.




                                                                                   Exercises
Sitting among them is the 29-year old Siddhi Aryal or Siddhi Dai (Brother
Siddhi – as he is commonly addressed by these youngsters), Executive
Director of a fledgling NGO in Nepal, Oxygen Research and Development
Forum (ORDF). Siddhi Dai listens and nods occasionally, ready to give
suggestions when a question is raised.

As the HIV epidemic grows steadily in the Himalayan Kingdom, ORDF
has emerged as one of the few NGOs that provides life skills-based
training and intervention for young people in Nepal. Its work with young
people started three years ago, commissioned by UNICEF, to respond
to the hundreds of letters from listeners of an immensely popular radio
programme, “Chatting with my best friend” (“Saathi Sanga Manka Kura”
in Nepali).

“Chatting with My Best Friend”, was the first Nepali radio programme
produced for young people by young people, addressing their innermost
fears and fantasies. It attracted thousands of young people from all over
Nepal, who poured out their pain and frustration in letters, ranging from
love, sex and relationships, to social and economic problems that they
faced.

The relevance and appeal of the programme spawned a network of over
500 listeners’ clubs in 61 districts of the country. Listeners from the same
community met regularly to discuss their problems and possible solutions.

Listeners sought guidance from the hosts of the radio programme, ORDF
sent letters and UNICEF provided life skills booklets and photo novellas.
Nevertheless, more support was needed to strengthen the interpersonal



                                                                              17
interventions through peer influence to
bring about positive behavioural changes.

The need for capacity building of
listeners’ clubs matched the objectives
of the UNESCAP project entitled
“Integration of youth health concerns into
non-formal education: Focus on sexual
and reproductive health and prevention
of substance abuse and HIV/AIDS in             Peer educators chatting at a
Asia.” ORDF, selected as project partner       monthly meeting, Nepal
in Nepal, started to train members of
listeners’ clubs and child clubs as peer
educators to impart life skills and knowledge on HIV/AIDS, drugs, sexual
and reproductive health to other young people.

Trained peer educators divide themselves into groups and carry out
community-based health education activities, visit schools and colleges,
conduct outreach work at factories, and surveys of medical store owners
(to find out their attitudes toward young people who buy condoms). As
a group, they learn to plan and organize an event or training together.
As an individual, each peer educator tries to make best use of his or her
knowledge to influence others through daily interaction.

Peer educators’ meetings take place on the last Friday of each month
(based on the Nepali Calendar), when each group reports on its activities
and shares its experiences and lessons learned. Other than group reports,
each peer educator also submits individual reports of efforts to influence
other young people.

In addition to monthly meetings, the ORDF project team also joins the
peer educators’ group in their visits to the communities. Close monitoring
allows ORDF to gain in-depth knowledge of the issues that have come up
in the outreach work and provide timely assistance to the peer educators.
Three months after the initial training, ORDF organized a refresher
training for peer educators, to deepen their understanding of life skills
and the gender dimension of all the issues discussed before.                  P
                                                                              m
                                                                              g


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               Reflecting on the experiences, peer educators say,

                          “While helping other young people develop
                        positive attitude and health behaviour, we learn
                         new things and life skills through our actions.
                            Positive changes have taken place in our
                         own lives, when we are better able to manage
                          emotions and stress, think critically, foster
                         effective interpersonal relations, and build up




                                                                                                 Exercises
                                    empathy towards others.”

               Outreach work has undoubtedly enhanced peer educators’ self-confidence
               and social skills. The same young people who once hesitated to look
               at condoms, or talk about sex and sexually transmitted infections are
               now reaching out to people in the communities and changing people’s
               attitudes and behaviour.

               The best part, they feel, is when they can reach out to other young people
               and share their knowledge.

                “One-to-one outreach becomes more effective with time,” explains Sulav.
               “It is not easy for someone to trust others immediately, especially when
               the person is already indulging in deviant behaviour. The instinctive
               reaction is to cover it up as much as possible. Only with a trusted friend
               will the innermost fears and problems that have led to such behaviours be
               shared.”

               In Sulav’s outreach work, he has come across many people who have
               opened up to him.

                       “It was not possible in the beginning, but when
                         they felt that I really cared and that I was not
                      just some researcher who came for some data or
                     interview and went away, gradually they opened
                          up. I couldn’t offer them any insights unless I
                        at a
Peer educators chatting knew what had troubled them. In some cases, I
                                                                                    Sulav
monthly meeting, Nepal” & “Peer
                          met with them seven times before we had any
group meeting, Nepal                      meaningful discussions on real issues.”

                                                                                            19
Through Sulav’s persistent effort, some of his friends have quit drugs. But
for others, he realizes that medial treatment would be required, and he
has referred them to the drug rehabilitation centre that ORDF works with.

The peer educators, some of whom used drugs before, feel that it is the
sense of belonging and the feeling of doing something good that has
helped them stay off drugs. They feel that being busy and responsible as
leaders and role models has also helped them look at the positive side of
life.

                                 Sushila, who studies in a government school,
                                 enjoys peer outreach work because it gives her a
                                 chance to infuse a positive spirit in other young
                                 people, to keep their hopes alive. She feels that
                                 many young people are rendered vulnerable by a
                                 sense of hopelessness, as the country is gripped by
        Sushila                  conflict and poverty.

       “When we perform street theatre in a government school
       compound and talk about issues such as lack of money, the
       uncertain future, low self esteem, rejection in love, and
       link each one of these situations with risk behaviour that
       could crush a young person’s life, we immediately capture
       audience attention. Perhaps, they feel their problems
       cannot be solved. After the show, however, when we hand
       out our contact details, many of them are interested to take
       it from us. We will hear from our friends in a couple of
       days, when they want to share with us their problems. We
       cannot solve every problem, but we talk about life skills
       that they can apply to solve many of these problems. This
       gives them some ideas and it really makes them happy.
       That is why I love my work as a peer educator.”




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                                                   Sanish likes to exercise
                                                   and he frequents the local
                                                   gym in his neighbourhood.
                                                   Having attended training
                                                   in peer education and life
                                                   skills, he wants to help his
                                                   friends at the gym. He is




                                                                                   Exercises
                                                   aware some of them smoke
                                                   marijuana and indulge
                                                   in casual sex. When his
 Street theatre performance, Nepal
                                                   friends bragged about how
                                                   many times they had had
                                                   sex, Sanish found out that
many of them did not use condoms.

He talks to his friends about prevention of sexually transmitted infections
(STIs) and HIV, and plays the condom relay game with them. He takes
a wooden penis dummy and demonstrates to his
friends the correct way of condom use.

       “I first showed them how to buy condoms
       because most of my friends were very shy. I took
       them to the pharmacy where I had already done
       outreach work. Then, I showed them the way to
       check the expiration date and check for damage.              Sanish

       Then I demonstrated the way to tear the packet,
       proper way to hold the tip and squeeze out the air before putting
       the condom on the dummy. I was amazed at the fact that so few
       of my friends knew about condom use. If I had assumed that they
       knew how to purchase condoms and how to use them and just
       left my conversation at the importance of using condoms, my
       friends would still be at risk of HIV.”




                                                                              21
In the past two years, ORDF trained 86 peer educators, who reached out
to about 2000 young people, including both students and those who
have left school. Their street theatre performance attracted 4,600 people
from local communities. In connection with its training activities, ORDF
developed Nepal’s first life skills training manual for out-of-school youth.
As the ESCAP project nears its completion, ORDF is developing plans
to build the capacities of the trained peer educators by engaging them in
other aspects of its activities, such as managing its website, and expanding
peer education to other districts in Nepal.

With its work increasingly known, ORDF’s services are in great demand.
When the pilot project with ESCAP began, ORDF had five employees and
now it has 16 full-time staff members, 5 of them are persons living with
HIV and AIDS.

Working with UNICEF, FHI, and the European Commission, ORDF has
expanded its training activities to 15 districts of Nepal in life skills and
HIV prevention, dealing with stigma and discrimination, and providing
care and support for people living with HIV/AIDS.




     HIV P                                   Life Skills Training
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                   io   n Among Young Pe

								
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